State of the College of Education Address

Laurie Mullen

Teacher Scholars with Impact

February 27, 2017

COE Strategic Goals

UPDATE

Urban

Education

Excellence in faculty teaching

and learning

Technologies for teaching and learning

Leadership

Redesign of PDS

Urban Education

• Increase/emphasize multicultural and urban education content and practices in coursework and internship placements.

•The COE will be engaged in the state and region in urban education.

Urban Education

• New certificate program for community school coordinators in Baltimore City (ILPD)

• New partnership launched with Monarch Academy in the city. (SPED)

• Pilot Urban Education Book Study in Pre-primary cohort (ECED)

• New partnership with AFYA Middle School (SMED)

Urban Education

Urban Education

Urban Education

Kahlert Fund to support ELL’s

• 2016 - $25,000 Library in COE with resources for ELL instruction Library and teacher scholarships at Graceland Park Elementary PROJECT CALIENTE

Culturally And Linguistically Immersive Experiences Necessary in Teacher Education

Keri-Anne Croce

Judith Guerrero

Kathy Hart Smith

Bob Blake

• 2017 - $100,000

2017 MHEC Improving Teacher Quality Grant

Writing Our Way Forward: Digital Approaches to Teaching Writing to English Language Learners

Pamela Hickey Vicki McQuitty

COE faculty book groupMarch 31, 2017

Jessica Shiller

Envisioning equity in Greater Baltimore’s Classrooms: A gathering hosted by Towson University and the College of

Education

Key Note Speaker:

Dr. Christopher Emdin

October 7, 2017 West Village

Excellence in faculty teaching and learning

COE faculty will incorporate and model effective pedagogical practices to address learner variability in all course work and

internships.

Excellence in faculty teaching and learning

•Scheduled 38 UDL observations options through classroom visits of eight faculty from four departments from 10/11/16 through 12/6/16

•November 28, 2016 College of Education meeting focused on UDL strategies.

The College of Education at

Towson University

welcomes

Deborah Ball“High Leverage

Practices and the Work

of Teaching”

Thursday, November 3

1-3 p.m.

HH 306

High Leverage Practices in Action

Excellence in faculty teaching and learning

Technologies for teaching and learning

• COE faculty will integrate and model the use of technology to support teaching and learning in all coursework.

• The COE will increase opportunities for students to explore and apply new technologies to support teaching and learning.

Technologies for teaching and learning

• Faculty professional development with Plickers, Kahoot, PollEverywhere, QR Codes (ECED)

• Integrating ubiquitous and BYO Technology in HH 209 to enhance preservice teacher preparation and student learning. (EDTL)

Technologies for teaching and learning

• ILPD’s online admin 1 program moved to 66th place of 197 institutions offering online graduate programming. Last year we ranked 153rd.

Technologies for teaching and learning

• Coaching model for the infusion of technologies into practice

Stephen Edgar

SMEDPam Segal SMEDRob Caples

EDTL

2017 MHEC Improving Teacher Quality Grant

Computational Thinking for All: Empowering Teachers to Effectively Integrate Computer Science into the Elementary, Middle, and High School STEM Curriculum

Technologies for teaching and learning

Technologies for teaching and learning

Four guiding principles

• Focus on the active use of technology to enable learning and teaching through creation, production, and problem-solving.

• Build sustainable, program-wide systems of professional learning for higher education instructors to strengthen and continually refresh their capacity to use technological tools to enable transformative learning and teaching.

• Ensure preservice teachers’ experiences with educational technology are program-deep and program-wide, rather than one-off courses separate from their methods courses.

• Align efforts with research-based standards, frameworks, and credentials recognized across the field.

Leadership

Provide opportunities for students, faculty, and staff to view themselves as leaders through intentional and purposeful course work, extra-curricular activities, and internship experiences.

Student Leadership

Education Residential Learning Community

Fall 2017

Education Learning Community Faculty

Michelle Pasko

Toni Guidi

Patty Rice Doran

Student Leadership

PROJECT TEACHER LEADERSHIP

PROJECT TEACHER LEADERSHIP

Diane Wood

ILPD

Ocie Watson-

Thompson

ECED

Clare Kruft BCPS

Redesign of Professional Development Schools

Identify strengths, needs, and areas to revise to promote and sustain responsive, flexible PDS

models.

Redesign of Professional Development Schools

•Learning Centers: Halstead and Norwood

•Advisory Council: Debbie Gartland, Jim Foran, Kit McDowell, Lynn Brown, OcieWatson-Thompson

Urban

Education

Excellence in faculty teaching

and learning

Technologies for teaching and learning

Leadership

Redesign of PDS Faculty

Scholars

with

Impact

CAEP

CAEP Organization

Committees

• Standard 1: Content and Pedagogical Knowledge

• Standard 2: Clinical Partnerships and Practice

• Standard 3: Candidate Quality, Recruitment, and Selectivity

• Standard 4: Program Impact

• Standard 5: Provider Quality, Continuous Improvement and Capacity

Leadership Team

• Standard 1: Laila Richman

• Standard 2: Lynn Brown

• Standard 3: Karen Robertson

• Standard 4: Bob Rook

• Standard 5: All

• Consultant: Tab Uhrich

Four Phases of Progress

Phase #1

Evidence Inventory: Gaps

Analysis

Deliverable: Evidence

Inventory: Gaps Analysis

May 2016

Phase #2

Evidence Inventory:

Closing the Gaps

Deliverable: Evidence

Inventory: Closing the

Gaps

Spring 2017

Phase #3

Evidence Inventory:

Quality Assurance

Deliverable: Evidence

Inventory: Quality

Assurance

Fall 2019

Phase #4

Unit Self-Study and Evidence

Room List

Deliverable:

Unit Self-Study and Evidence

Room List

Fall 2021

CAEP Timeline

Minimum of three (3) administrations

of data included for self-study. Spring of 2019

SPA reports due September 15, 2019- Two (2) administrations of an

assessment required. Fall 2018 and Spring 2019

Fall of 2021: Unit Self-Study and Evidence Room

Fall of 2022: CAEP Onsite Visit

CAEP Timeline: Annual Admissions

Minimum of three (3)

administrations of data included for self-study. Fall of

2018

SPA reports due September 15, 2019 -

Two (2) administrations of

an assessment required. Fall 2017

and Spring 2018

Fall of 2021: Unit Self-Study and Evidence

Room

Fall of 2022: CAEP Onsite

Visit

CAEPProgram Redesign

1. Clinical programs

2. Impact on student learning x2

3. Data literacy

4. Technology Infusion in clinical experiences

5. Addressing diversity

6. **Advanced Programs** - 2 clinical

experiences

Education policy initiatives in

Maryland

Teacher Induction and Retention Act

• Committee 1: Certification: Karen Robertson (TU) and Nomsa Galeta (UMES)

• Committee 2: Quality Teacher Incentives: Althea Pennerman (SU) and Rhonda Jeter (BSU)

• Committee 3: PD and Induction: Yi Huang (CSU), and Kathy Angeletti UMCP)

• Committee 4: Institutional Performance Criteria Laurie Mullen (TU) and Gene Schaffer (UMBC)/John Singer

• Committee 5: Mentoring: Sarah Mallory (UMCP) and Donna Wiseman (UMCP)

Teacher Scholars with Impact

Dean’s Sabbatical SeriesTowson Room Cook Library

• Janese Daniels (ECED) March 15 1 – 2 p.m.

• Sarah Lohnes Watulak (EDTL) TBA

• Keri-Anne Croce (ELED) TBA

State of the College of Education Address

Laurie Mullen

Teacher Scholars with Impact

February 27, 2017